6 TH GRADE FAMILY LIFE

1. 6TH GRADE FAMILY LIFE CURRICULUM GUIDE Jason Manuel, Superintendent

2. Notice • This curriculum will be taught on the dates determined by the Department of Academics. These dates will be determined annually. • Only teachers who have attended Family Life Workshops or training conducted or sponsored by the Germantown Municipal Department of Academics may teach this curriculum.

3. Lesson 1; STANDARD 2: FAMILY LIFE • OBJECTIVE: TSW UNDERSTAND HUMAN GROWTH AND DEVELOPMENT. TO ACHIEVE THIS STANDARD, TSW: • EXHIBIT SENSITIVITY TO OTHERS AS PHYSICAL CHANGES OCCUR DURING ADOLESCENCE. • DESCRIBE AND DEMONSTRATE UNDERSTANDING OF THE DEVELOPMENTAL CHARACTERISTICS OF ADOLESCENCE INCLUDING PHYSICAL AND EMOTIONAL CHANGES.

4. MATERIALS NEEDED: • HEALTH TEXTBOOK ( Glencoe Teen Health Course 1), PROJECTOR, & SCREEN

5. SET: • SHOW STUDENTS AN APPROPRIATE PICTURE OF A YOUNG CHILD AND AN ADULT. HAVE THE STUDENTS DESCRIBE HOW THE PHYSICAL CHARACTERISTICS OF THESE AGES DIFFER. LIST A FEW OF THESE CHARACTERISTICS ON THE BOARD. THEN ASK STUDENTS THE FOLLOWING QUESTIONS: • 1. ABOUT HOW MANY INCHES DOES A PERSON GROW FROM BIRTH TO THREE YEARS OLD? FROM 5 TO 10? • 2. IS THERE A TIME IN A PERSON’S LIFE WHEN THEY STOP GROWING TALLER? WHY DOES THIS HAPPEN? • IN THIS LESSON, YOU WILL LEARN WHAT CAUSES THESE BODY SYSTEM CHANGES.

6. INSTRUCTION: • TELL STUDENTS THAT THERE IS A GROUP OF GLANDS IN THE BODY CALLED THE ENDOCRINE GLANDS. THEY PRODUCE SUBSTANCES CALLED HORMONES WHICH CAUSE CHANGES IN OUR BODY. A LIST OF THE ENDOCRINE GLANDS AND THEIR FUNCTIONS INCLUDES:

7. ENDOCRINE GLANDS AND THEIR FUNCTIONS: • 1. PITUARY GLAND – LOCATED UNDER THE BRAIN • IT PRODUCES THE GROWTH HORMONE THAT CAUSES GROWTH IN YOUNGER YEARS. WHEN IT STOPS PRODUCING THE GROWTH HORMONE, THE GROWING PROCESS CEASES.

8. ENDOCRINE GLANDS AND THEIR FUNCTIONS: • 2. THYROID – LOCATED BELOW THE VOICE BOX • THIS HORMONE REGULATES THE PACE OF YOUR BODY PROCESSES. TOO MUCH OF THIS MAKES THE BODY OVERACTIVE AND EXCITABLE. TOO LITTLE CAUSES THE BODY TO SLOW DOWN.

9. ENDOCRINE GLANDS AND THEIR FUNCTIONS: • 3. ADRENAL GLANDS – LOCATED NEAR THE KIDNEYS • THEY PRODUCE CORTISONE AND ADRENALINE. EACH OF THESE HORMONES HAS MANY IMPORTANT FUNCTIONS IN THE BODY.

10. ENDOCRINE GLANDS AND THEIR FUNCTIONS: • 4. PANCREAS – LOCATED NEAR THE KIDNEYS • IT PRODUCES INSULIN WHICH REGULATES THE USE OF SUGAR IN THE BODY. • 5. OVARIES AND TESTES • THESE PRODUCE A HORMONE WHICH GIVES EITHER FEMALE OR MALE CHARACTERISTICS.

11. CLOSURE: • TODAY WE HAVE LEARNED HOW THE ENDOCRINE SYSTEM CONTROLS GROWTH AND CHANGE IN THE BODY. • YOUR ASSIGNMENT: WRITE A PARAGRAPH DESCRIBING HOW ENDOCRINE GLANDS CAUSE CHANGES THAT OCCUR DURING PUBERTY. BE SPECIFIC. THEN, DRAW AND LABEL THE ENDOCRINE GLANDS AS SHOWN IN YOUR TEXTBOOK.

12. LESSON 3; STANDARD 2: FAMILY LIFE • OBJECTIVE: TSW UNDERSTAND HUMAN GROWTH AND DEVELOPMENT. TO ACHIEVE THIS STANDARD, TSW: • DISTINGUISH BETWEEN DOMINANT AND RECESSIVE HEREDITARY TRAITS.

13. MATERIALS NEEDED: • PENNIES (1 FOR EVERY 2 STUDENTS), ACTIVITY WORKSHEET, PENCIL

14. SET: • HAVE YOU EVER WONDERED WHY YOUR HAIR AND EYES ARE A CERTAIN COLOR? YOU MAY HAVE ALSO WONDERED HOW TALL YOU WILL EVENTUALLY BE OR WHAT SIZE SHOE YOU WILL WEAR AS AN ADULT. AS YOU LOOK AROUND THE CLASSROOM, YOU WILL NOTICE YOUR CLASSMATES ARE DIFFERENT FROM YOU IN A NUMBER OF WAYS. NAME SOME DIFFERENCES.

15. INSTRUCTION: • TELL STUDENTS THAT TRAITS ARE PASSED FROM ONE GENERATION TO ANOTHER AS WE INHERIT GENES FROM OUR PARENTS. PHYSICAL TRAITS AND TALENTS ARE EXAMPLES OF INHERITED TRAITS. FOR EXAMPLE, IF PARENTS ARE SHORT, THEN CHILDREN ARE LIKELY TO BE SHORT.

16. INSTRUCTION: • EXPLAIN TO STUDENTS THAT GENES ARE THE CHEMICAL UNITS FOUND IN THE CELLS OF ALL LIVING THINGS. GENES HAVE TWO FUNCTIONS: • 1) THEY CARRY HEREDITARY TRAITS AND • 2) THEY GIVE CELLS THE INSTRUCTIONS FOR REPRODUCTION, GROWTH, AND DEVELOPMENT.

17. INSTRUCTION: • EACH GENE IS A SMALL SECTION OF A LARGER UNIT CALLED A CHROMOSOME. CHROMOSOMES ARE FOUND IN THE NUCLEUS OR CENTER OF A CELL. CHROMOSOMES ARE COMPOSED OF DNA AND CONTAIN THE INFORMATION THAT CONTROLS CELL STRUCTURE AND FUNCTION. WHEN A BABY IS CONCEIVED, HALF OF THE CHROMOSOMES, AND THEREFORE, HALF OF THE GENES ARE PASSED ON FROM THE MOTHER AND THE OTHER HALF FROM THE FATHER. THE GENES OF THE RESULTING CELL WORK IN PAIRS TO PRODUCE SPECIFIC INHERITED TRAITS SUCH AS EYE COLOR. WHEN THE GENES FROM BOTH PARENTS CONTAIN THE SAME INFORMATION, THE BABY WILL HAVE THE SAME TRAIT. WHEN THE PARENTS CONTRIBUTE DIFFERENT GENES, THE STRONGER OR DOMINANT GENE WILL SHOW UP. THE DOMINANT GENE MASKS THE RECESSIVE GENE.

18. INSTRUCTION: • EACH PARENT HAS TWO GENES FOR EACH TRAIT AND PASSES ONE OF THE GENES TO THE OFFSPRING. • DOMINANT GENES ARE THE STRONGER GENES WHEN A SINGLE TRAIT CARRIES DIFFERENT CODES. DOMINANT GENE CODES KEEP THE CODES ON THE OTHER GENE FROM BEING CARRIED OUT. • RECESSIVE GENES ARE THE WEAKER GENES. THEIR CODES ARE HIDDEN BY THE CODES OF THE DOMINANT GENE.THEIR CODES ARE ONLY CARRIED OUT WHEN TWO RECESSIVE GENES PAIR TOGETHER.

19. INSTRUCTION: • LET’S LOOK AT THE TRAIT FOR BODY SHAPE. • NORMAL BODY SHAPE IS A DOMINANT GENE. DWARF BODY SHAPE IS A RECESSIVE GENE. • WE WILL DENOTE NORMAL BODY SHAPE WITH THE LETTER D. THE DWARF BODY SHAPE AND THE OTHER PARENT HAS THE DWARF TRAIT d.

20. INSTRUCTION: • LET DD = GENES FOR THE NORMAL BODY TRAIT AND dd = GENES FOR DWARF BODY TRAIT. • ANY COMBINATION OF DD AND dd WOULD RESULT IN NORMAL BODY SHAPE. • HOWEVER, IF TWO PARENTS WITH Dd COMBINATION WERE TO CONCEIVE AND OFFSPRING, THE FOLLOWING POSSIBILITIES COULD OCCUR: DD, Dd, or dd. USE A DIAGRAM TO ILLUSTRATE THE COMBINATIONS. SEE THE ACTIVITY THAT FOLLOWS.

21. ACTIVITY INSTRUCTIONS: • PAIR STUDENTS AND MAKE SURE EACH PAIR OF STUDENTS HAS A PENNY AND A DATA SHEET. STUDENTS ARE TO IMAGINE THAT THEIR FATHER HAS ONE GENE FOR BROWN EYES AND ONE GENE FOR BLUE EYES. THEY MUST DETERMINE THEIR CHANCES OF GETTING ONE AS OPPOSED TO THE OTHER. • HAVE PAIRED STUDENTS TO PERFORM THE ACTIVITY ON THE NEXT PAGE.

22. ACTIVITY: • 1. FLIP THE PENNIE 50 TIMES (HEAD REPRESENTS BLUE EYES AND TAILS REPRESENTS BROWN EYES). • 2. RECORD A TALLY MARK IN THE APPROPRIATE BOX TO REPRESENT THE FLIP RESULT. • 3. RECORD THE TOTAL NUMBER OF TIMES BROWN AND BLUE EYES TURNED UP. • 4. DIVIDE THE TOTAL NUMBER OF TOSSES FOR EACH GENE BY 50 TO DETERMINE THE CHANCES OF GETTING A BROWN OR BLUE GENE. (EXAMPLE: 25 GENES FOR BLUE EYES IN 50 TOSSES IS 25/50 = 1/2)

23. ACTIVITY: • 5. RECORD THE CHANCES FOR GETTING BLUE AND BROWN EYES ON THE CHART.

24. CLOSURE: • TODAY WE HAVE IDENTIFIED INHERITED TRAITS AND DETERMINED THE FUNCTIONS OF CHROMOSOMES, DNA, AND GENES. WRITE AN EXPOSITORY PARAGRAPH ON WHY OR WHAT CAUSED A CLASSMATE’S EYE OR HAIR COLOR.

25. FOLLOW-UP ACTIVITY: • STUDENTS MAY MAKE A GRAPH AND CHART THE NUMBER OF CLASSROOM STUDENTS WITH VARIOUS INHERITED TRAITS (SEE ADDITIONAL ACTIVITY SHEET).

26. LESSON 4; STANDARD 2: FAMILY LIFE • TSW UNDERSTAND HUMAN GROWTH AND DEVELOPMENT. TO ACHIEVE THIS STANDARD, TSW: • DISTINGUISH BETWEEN DOMINANT AND RECESSIVE HEREDITARY TRAITS.

27. MATERIALS: • (FOR EACH GROUP) – 2 SMALL, BROWN PAPER BAGS, 10 BROWN BEAN SEEDS, 10 WHITE BEAN SEEDS, MARKER, ACTIVITY WORKSHEET, PENCIL

28. SET: • YOU MAY HAVE OBSERVED THAT OFTEN CHILDREN’S TRAITS MAY DIFFER FROM THEIR PARENTS. FOR EXAMPLE, TWO BROWN-EYED PARENTS MAY HAVE A BLUE-EYED CHILD. YOU MAY HAVE ALSO NOTICED THAT SOME PEOPLE HAVE A DIFFICULT TIME DIFFERENTIATING BETWEEN COLORS (EXAMPLE: COLOR BLINDNESS). HAVE YOU EVER KNOWN SOMEONE WHO WAS COLOR BLIND? TODAY, WE’LL DETERMINE WAYS IN WHICH DOMINANT AND RECESSIVE GENES AFFECT OUR TRAITS.

29. INSTRUCTION: • TELL STUDENTS THAT CHILDREN RECEIVE ½ OF THEIR CHROMOSOMES FROM THEIR FATHER’S SPERM CELL AND ½ FROM THE MOTHER’S OVUM. NEW PAIRS OF CHROMOSOMES ARE FORMED WHEN THE SPERM AND OVUM CELLS JOIN. THE NEW PAIRS OF CHROMOSOMES FORM NEW PAIRS OF GENES WHICH IN TURN CARRY CODES FOR A TRAIT.

30. INSTRUCTION • DOMINANT GENES ARE THE STRONGER GENES WHEN A SINGLE TRAIT CARRIES DIFFERENT CODES. DOMINANT GENE CODES KEEP THE CODES ON THE OTHER GENE FROM BEING CARRIED OUT. RECESSIVE GENES ARE THE WEAKER GENES. THEIR CODES ARE HIDDEN BY THE CODES ON THE DOMINANT GENE. THEIR CODES ARE ONLY CARRIED OUT WHEN TWO RECESSIVE GENES PAIR TOGETHER.

31. SAMPLE CHART: Level 1

32. SAMPLE CHART: Level 2

33. SAMPLE CHART: Level 3

34. FOR DISCUSSION: • DISCUSS SEX-LINKED TRAITS. • THE GENES FOR THESE TRAITS ARE CARRIED BY THE CHROMOSOMES THAT DETERMINE A PERSON’S SEX. • COLOR BLINDNESS IS AN EXAMPLE OF A SEX-LINKED TRAIT. IT IS COMMON FOR A COLOR BLIND PERSON TO HAVE DIFFICULTY TELLING RED FROM GREEN. USUALLY, ONLY MALES IN A FAMILY ARE COLOR BLIND, BUT FEMALES WHO CARRY THE GENE MAY PASS IT ON TO THEIR CHILDREN.

35. ACTIVITY: HOW IS COLOR INHERITED IN BEAN SEEDS? • DETERMINE HOW CHANCE AFFECTS THE COMBINATION OF GENES BY CONDUCTING THE FOLLOWING ACTIVITY:

36. PROCEDURE: • 1. EACH BROWN BEAN REPRESENTS THE DOMINANT COLOR BROWN (B). • 2. EACH WHITE BEAN REPRESENTS THE RECESSIVE COLOR WHITE (b). • 3. LABEL ONE PAPER BAG “PARENT A”. LABEL THE OTHER PAPER BAG “PARENT B”. • 4. PUT 10 BROWN BEANS IN BAG A. PUT 10 WHITE BEANS IN BAG B.

37. PROCEDURE: • 5. TAKE ONE BEAN FROM EACH BAG. RECORD THE COMBINATION YOU DREW AND THE SEED COLOR THAT WOULD RESULT FROM THE COMBINATION. (Bb-brown) • 6. REPEAT 9 TIMES. • 7. EMPTY BAGS. PLACE 5 BROWN BEANS AND 5 WHITE BEANS IN BAG A. DO THE SAME WITH BAG B. • 8. REPEAT STEP 5. RECORD THE RESULTS. REPEAT 9 TIMES.

38. ACTIVITY EVALUATION: • Q1. HOW DO THE RESULTS COMPARE? • Q2. HOW DO THEY DIFFER?

39. CLOSURE: • TODAY WE HAVE LEARNED WAYS IN WHICH DOMINANT AND RECESSIVE GENES AFFECT OUR TRAITS. • NOW, EXPLAIN TO A CLASSMATE WHICH GENES PRODUCE BLUE-EYED CHILDREN. • THEN, NAME THE OTHER KIND OF GENES WHICH PRODUCE OTHER EYE COLORS.

40. Lesson 5; STANDARD 1: DISEASE PREVENTION • OBJECTIVE: TSW UNDERSTAND ATTITUDES AND BEHAVIORS FOR PREVENTING AND CONTROLLING DISEASE. TO ACHIEVE THIS STANDARD, TSW: • 1) CONTRAST COMMUNICABLE DISEASES WITH RESPECT TO BEHAVIORS THAT LEAD TO THE SPREAD OF DISEASES INCLUDING HIV/AIDS AND STD’S.

41. Lesson 5; STANDARD 1: DISEASE PREVENTION • 2) UNDERSTAND THAT IN TERMS OF THE RELATIONSHIP BETWEEN SEXUAL ACTIVITY AND THE RISK OF BEING INFECTED WITH HIV/AIDS OR STD’S, ABSTINENCE IS THE ONLY SURE METHOD OF PREVENTION.

42. MATERIALS: • GLOBE SIZED PAPER WAD, POSTER BOARD/UNLINED PAPER, PENCIL/MARKER

43. SET: • ASK STUDENTS HOW MANY OF THEM LIKE TO MAKE CHOICES. EXPLAIN THAT THEY ARE ABOUT TO PARTICIPATE IN A LESSON ON CHOICES AND THE CONSEQUENCES OF THEIR CHOICES.

44. INSTRUCTION: • THE CLASS WILL SIT IN GROUPS OF FOUR OR MORE. • THROW A GLOBE-SIZED PAPER WAD TO ONE PERSON. TELL THE PERSON WHO CATCHES THE WAD TO TEAR A PIECE OF THE PAPER TO KEEP AND THROW THE REMAINDER TO SOMEONE ELSE. • THE OTHER PERSON MAY BE IN HIS GROUP OR OUTSIDE OF THE GROUP. • ANYONE WHO CATCHES THE WAD FROM THIS POINT ON MAY CHOOSE TO TEAR A PIECE AND THROW IT TO SOMEONE ELSE.

45. INSTRUCTION: • ASK STUDENTS IF ANY OF THEM WOULD CHOOSE NOT TO PLAY A GAME SUCH AS THIS IF IT HAD NOT BEEN A PART OF A CLASSROOM EXERCISE. • ALLOW STUDENTS TO SHARE THEIR REASONS FOR MAKING THE CHOICE NOT TO PARTICIPATE. ONE REASON MAY BE THE RISK OF GETTING IN TROUBLE FOR PLAYING SUCH A GAME IN THE CLASSROOM. PEOPLE WHO ENGAGE IN AT RISK BEHAVIORS TAKE A CHANCE OF BECOMING INFECTED WITH THE AIDS VIRUS.

46. INSTRUCTION: • THIS DEADLY DISEASE IS ALMOST ALWAYS PREVENTABLE! • IT IS WHEN THE FACTS ARE IGNORED AND IRRESPONSIBLE BEHAVIOR IS CHOSEN THAT A PERSON IS PUT AT RISK OF CONTRACTING THE DISEASE.

47. INSTRUCTION: • THERE ARE FOUR MAIN WAYS THAT HIV CAN ENTER A PERSON’S BODY. • IT IS TRANSMITTED THROUGH SEXUAL CONTACT WITH AN INFECTED PERSON, SHARING NEEDLES WITH AN INFECTED PERSON, CONTACT WITH BODY FLUIDS CONTAINING BLOOD, AND FROM AN INFECTED MOTHER TO CHILD BEFORE OR DURING BIRTH.

48. INSTRUCTION: • STRESS ABSTINENCE FROM USING DRUGS ILLEGALLY AND PARTICIPATING IN SEXUAL ACTIVITIS AS THE ONLY 100% SURE WAY TO PREVENT THE SPREAD OF THE HIV/AIDS VIRUS. • REVIEW PROCEDURES FOR HANDLING BLOOD AND BODY FLUIDS. • DISCUSS HOW RESPONSIBLE DECISIONS CAN BE MADE TO AVOID THESE BEHAVIORS.

49. INSTRUCTION: • YOU HAVE PROBABLY HEARD A LOT ABOUT AIDS. IT IS A DISEASE THAT IS NOT EASILY CONTRACTED UNLESS YOU ARE INVOLVED IN ONE OF THE AT RISK BEHAVIORS. • YOU CANNOT GET AIDS FROM NORMAL EVERY DAY THINGS. • YOU CANNOT GET AIDS FROM SOMEONE WITH AIDS IN THE FOLLOWING WAYS: USING THE SAME PEN OR PENCIL; TOUCHING THAT PERSON; USING THE SAME BATHROOM; BEING BITTEN BY AN INSECT; COUGHING AND SNEEZING; HUGGING; OR GIVING BLOOD.

50. CLOSURE: • TODAY WE HAVE LEARNED ABOUT WAYS THAT AIDS CAN BE PREVENTED. • GET WITH A PARTNER AND DISCUSS THREE THINGS YOU SHOULD CHOOSE NEVER TO DO IN ORDER TO PREVENT AIDS.